School Plan 2012 - Ardross Primary School

S:\AdminShared\Administration Staff\2012 ADMIN FILING\100 Administration\101 Accountability\School Plan 2012.doc 1

ARDROSS PRIMARY SCHOOL AN INDEPENDENT PUBLIC SCHOOL

SCHOOL PLAN

2012


CONTENTS

CONTENTS GLOSSARY

2 3

PRINCIPAL’S OVERVIEW 4

SCHOOL VISION

5

LEARNING OUTCOMES CORE SHARED VALUES PRIORITY FOCUS

5 6 6

CURRICULUM PRIORITIES 2009 - 2012

7

MANAGEMENT INFORMATION SYSTEM Cycle of Standardised Testing 2010 - 2012

8

MANAGEMENT INFORMATION SYSTEM Relationship to Learning Outcomes 2012

9

DOE STRATEGIC DIRECTIONS FOCUS 2012 Objective 1 – Raising Standards in Literacy and Numeracy. Objective 2 – Improving Student Behaviour and Attendance Objective 4 - Strengthen Early Childhood Education Objective 3 Supporting Teachers and School Leaders Plan For Public School 2008 – 2011 Objective 6 – To Build Public Confidence in Our Schools

10

11

14

17

STRATEGIC PLAN Literacy

18

STRATEGIC PLAN Science STRATEGIC PLAN River Rangers Environmental Sustainability

21

25

STRATEGIC PLAN Numeracy STRATEGIC PLAN ICT WHOLE SCHOOL SCOPE AND SEQUENCE

32

34

36

HIGHER ORDER THINKING SKILLS DRAFT BUDGET

SIGNATURE - SCHOOL BOARD REPRESENTATIVE

37

42

- PRINCIPAL


Glossary of Department of Education (DOE) Acronyms

ICT Information and Communication Technology. OLO Overarching Learning Outcomes. E- Learning Electronic Learning. DOTT Duties Other Than Teaching. HOTS Higher Order Thinking Skills. SOCS Schools Online Curriculum Support. SAER Students at Educational Risk. TAGS Talented and Gifted Students. ESL English as a Second Language. NAPLAN National Assessment Program in Literacy and Numeracy. SIS Student Information System. DOE Department of Education. ACHPER Australian Council for Health, Physical Education and Recreation. MSE Monitoring Standards in Education. S&E Society and Environment. H&PE Health and Physical Education. ICP Investigation, Communication and Participation. BMIS Behaviour Management in Schools. CF Curriculum Framework. SOS Student Outcome Statements. CIP Curriculum Improvement Program. MIS Management Information System. PEAC Primary Extension and Challenge. PL- Professional Learning. LOTE Languages Other Than English. LBOTE Language Background Other Than English. FMIS Financial Management in Schools. HRMIS Human Resource Management in Schools. F.T.E Full Time Equivalent Teaching Position. IPS Independent Public School


PRINCIPAL’S OVERVIEW

PRINCIPAL’S OVERVIEW Dear Parents and Community Members. Last year was a significant milestone for our school as we celebrated our 50th Anniversary on 27 August 2011. Ardross Primary School is proud of its tradition of serving the educational needs of students for 50 Years, maintaining a commitment to achieving high standards of academic, social and sporting excellence and 2012 sees another significant occasion with Ardross Primary School achieving Independent Public School status, giving the school community greater autonomy in decision making, tailoring teaching and learning programs to meet our expectations and the needs of our students. As Western Australian Science School of the Year 2009 we continued to develop innovative Science and Environmental programs which were recognised at the State and District Level. Due to our outstanding reputation and work in sustainability and the environment, Ardross Primary was the only public primary school in Western Australia not attached to a High School Cadet Program to be selected to trial the River Rangers Program. This primary based cadet program involved our students working with the Swan River Trust to revegetate and conserve the Swan River. Ardross Primary has been allocated a 200m stretch of the river at Deep Water Point, where our Year 6 and 7 students assist in a revegetation program as well as learning about the various parts of the river, including water quality, life in the river and conservation for the future. Our River Rangers program and environmental plans are documented in our 2012 School Plan. Our national testing results were outstanding in literacy, numeracy and science with results indicating that our cohort of students in Years 3, 5 and 7 performed at or above “like schools” results. Thirty six students accessed the District PEAC program and eight Year Seven students were offered places in the competitive Gifted and Talented programs for Year 8. The Federal Building the Education Revolution (BER) program is now completed with Ardross receiving over two million dollars of funding to build state of the art facilities to carry us into the future in the areas of music, art, science and the environment. We can attribute our school success to a number of key characteristics. These include:

• Outstanding commitment and professionalism of our staff who plan, implement and monitor quality teaching and learning programs, developed using the philosophy of developmental learning.

• Our belief that: - All children can learn and succeed. - Children learn and develop at individual levels. - Learning experiences should connect with students’ existing knowledge, skills and values. - Learning experiences should respect and accommodate differences between learners. - The school and classroom setting should be safe and conducive to effective teaching and learning.

• The ongoing Professional Learning of staff to engage in proven and new educational strategies. • The early identification and planning for students at educational risk along the academic continuum. • A supportive and interested community, who value education and work together to maintain a positive and communicative

learning school community.

Ardross continues to build on its strength as a successful educational community and a great place to be for staff, students and parents. This document details our intentions for the 2012 school year, linking to the Department of Education documents of “Class Rooms First” and “Focus 2012”, with a core focus on maintaining high standards in Literacy, Numeracy and Science using Higher Order Thinking Skills strategies and the introduction of the Australian curriculum in English, Mathematics Science and History. I thank the school community for their continued support in making Ardross such a vibrant and enthusiastic learning community. It is a privilege to be Principal of such an outstanding Independent Public School and I look forward to another successful year in 2012. Regards Andrew Holmes Principal


VISION OF ARDROSS PRIMARY SCHOOL At Ardross Primary School we strive to support and develop enthusiastic students and instil in them a love of learning to help them reach their potential, both socially and academically, and embrace and adapt to a changing world. We aim to accomplish this through:- � supporting a dedicated and capable staff; � maintaining a welcoming and supportive school community; � developing a collaborative environment for all; � providing a diverse, inclusive and innovative curriculum; and � developing and maintaining contemporary resources and facilities.

LEARNING OUTCOMES – CURRICULUM FRAMEWORK

OVERARCHING LEARNING OUTCOMES 1 Students use language to understand, develop and communicate ideas and information and interact with

others.

2 Students select, integrate and apply numerical and spatial concepts and techniques.

3 Students recognize when and what information is needed, locate and obtain it from a range of sources

and evaluate, use and share it with others.

4 Students select, use and adapt technologies.

5 Students describe and reason about patterns, structures and relationships in order to understand,

interpret, justify and make predictions.

6 Students visualise consequences, think laterally, recognise opportunity and potential and are prepared

to test options.

7 Students understand and appreciate the physical, biological and technological world and have

knowledge and skills to make decisions in relation to it.

8 Students understand their cultural, geographic and historical contexts and have knowledge, skills and

values necessary for active participation in Australian life.

9 Students interact with people and cultures other than their own and are equipped to contribute to the

global community.

10 Students participate in creative activity of their own and understand and engage with the artistic,

cultural and intellectual work of others.

11 Students value and implement practices that promote personal growth and well-being.

12 Students are self-motivated and confident in their approach to learning and are able to work

individually and collaboratively.

13 Students recognise that everyone has a right to feel valued and be safe, and in this regard, understand

their rights and obligations and behave responsibly.


CORE SHARED VALUES – CURRICULUM FRAMEWORK

1. A pursuit of knowledge and a commitment to achievement of potential. 2. Self acceptance and respect of self. 3. Respect and concern for others and their rights. 4. Social and civic responsibility. 5. Environmental responsibility.

PRIORITY FOCUS

Outcome 1 - To maintain high standards of student achievement in all learning areas with a focus on literacy, numeracy and science development.

Outcome 2 - To deliver learning experiences that are outcomes focused and responsive to student needs. Outcome 3 - To provide a safe, caring and inclusive school community. Outcome 4 - To create classroom environments in which students effectively learn based on “The Thinking Classroom” strategy developed by Herbert, Frangenheim and Alford.

Actions to achieve the priority focus: To support staff to ensure that they effectively:

• Plan, teach, assess and report using the Curriculum Framework, Australian Curriculum and On Line syllabus material.

• Participate in collaborative planning sessions timetabled in Phases of Schooling: - collaborative DOTT - funded time for Learning Area Coordinators – Science , English, Maths, S&E, H & PE, IT

• Focus on Overarching Learning Outcomes (OLO’s) No’s 1,2,3,4,6&7. • Implement the “Principles of Teaching Learning and Assessment” in each classroom. • Utilize ICT systems and teaching/learning strategies (SOCS – School on line curriculum support) to

ensure that students can “follow” their learning interests and learning styles, take greater responsibility for their learning and support the Inquiry Approach to learning.

• Identify SAER and TAGS students with support from the Learning Support Coordinator through a variety of tools - ie Literacy / Numeracy Net, ESL band scales, NAPLAN, teacher judgements and that these tools are used as a basis to determine in-classroom strategies to support the classroom teacher to address student needs.

• Investigate the Australian Curriculum in Science, English, Mathematics and History. • Engage in Performance Management which is aligned to the Priority Focus areas. • Use whole-school data to provide evidence as to how effectively the school is addressing the priority

areas with a continued focus on improvement.


Priorities 2009 – 2012 at Ardross Primary School

These areas have seen a priority focus in finance, human resource deployment and teaching emphasis for the designated years due to a detailed school improvement cycle embedded in the school.

2009 2010 2011 2012

English

Writing in Context Characterisation and Plot

Development

Spelling in the Context of writing – Punctuation

and Grammar

English

Writing

Paragraphing Vocabulary

Characterisation

English

Writing – Exposition Structure and

Vocabulary

Spelling in the Context of writing – Punctuation and Grammar

English

Writing –Persuasive Structure and

Vocabulary

Spelling in the Context of writing – Punctuation and Grammar

Identification of “At Risk Students”

Science

Investigating Scientifically

Natural and Processed Materials

Energy and Change

Science


Earth and Beyond Life and Living

Developing the Enquiry

Approach

Science


Natural and Processed Materials Energy and Change

Developing the Enquiry Approach

Science


Earth and Beyond Life and Living

Developing the Enquiry Approach

Mathematics

Space: Represent shape and

spatial ideas: Language for position

and direction. Maps and plans using

scale. Features and models of

3D shapes/objects Translations, reflection and rotation of shape. Reflection and rotation

symmetry.

Pre Algebra Patterns and

generalisations

Mathematics

To use higher order thinking skills as an

integral component of maths planning and

activities.

Mathematics

Junior: Application of operations to word

problems. Using informal units to calculate.

Middle: Reasons to find a perimeter of

composite shape, Identify complex symmetrical design

Upper: Multiply a decimal number by 200. Applies knowledge of common problems to

solve a fraction. Reasons and interprets a remainder to

solve a problem. Calculates difference in time across time

zones. Compares lengths presented in different

units. Calculates angle corresponding to

revolution, Irregular prisms

Mathematics

Space:

Recognising nets, Calculating angles

Finding co-ordinates Finding locations on a grid, particularly

in relation to street maps.

Opportunities for students to apply maths knowledge in the real world have been provided, for example, during River

Ranger and astronomy related activities.

Identification of “At Risk Students”

. CURRICULUM PRIORITIES


MANAGEMENT INFORMATION SYSTEM Standardised Testing & Other Assessment Tools 2010 –

2012 Year 2010 2011 2012 K Kindy Profile

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

Kindy Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

Kindy Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

PP PP Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

PP On Entry Assessment PP Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

PP On Entry Assessment PP Profile Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Portfolio Work Samples

Year 1

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Reading Standardised Test Mathematics



Year 2

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics



Year 3

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar



Year 4

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test MSE Science - Investigating Scientifically, Natural and Processed Materials MSE S&E - Resources

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Year 5

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar ACHPER Fitness Test National Science Test

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar ACHPER Fitness Test National Science Test MSE - Resources

Literacy Net Assessment Tool (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar ACHPER Fitness Test National Science Test National S&E Test

Year 6

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics MSE Science – Investigating Scientifically, Natural and Processed Materials MSE S&E - ICP, Resources ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) Standardised Test Writing Standardised Test Reading Standardised Test Spelling Standardised Test Mathematics ACHPER Fitness Test

Year 7

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar National Science Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar National Science Test MSE S&E - ICP, Resources ACHPER Fitness Test

Literacy Net Assessment Tool. (SAER) Numeracy Net Assessment Tool (SAER) NAPLAN Numeracy NAPLAN Reading NAPLAN Writing NAPLAN Spelling NAPLAN Punctuation and Grammar National Science Test National S&E Test ACHPER Fitness Test


These assessment tools are used to gather information across the year levels and learning areas to assist in the school review cycle.

MANAGEMENT INFORMATION SYSTEM Relationship to Learning Outcomes

Area Tool Students When English

Reading Spelling Writing Literacy

Teacher Judgements Reports

Literacy Net (SAER)

NAPLAN (Reading, Writing , Spelling, Punctuation and Grammar)

Standardised Test –Writing Standardised Test – Reading Standardised Test - Spelling

PEAC Testing

Band Scales

1-7

PP- 7

Yr 3,5&7

Yr 2,4,6 Yr 1,2,4, & 6 Yr 2,4, & 6

Yr 4

ESL Students

Term II & IV Term II & IV Term II Term III Term III Term II & IV

Numeracy

Working Mathematically Number

Measurement Space

Chance & Data


Numeracy Net (SAER)

NAPLAN (numeracy)

Standardised Tests

Number Space

Measurement Chance and Data

PEAC Testing

Yr 1-7

PP- 7

Yr 3,5&7

Yr 1,2,4, & 6

Yr 4

Term II & IV Term II & IV Term II Term III Term III

Technology & Enterprise


1-7

Term II & IV

Science Teacher Judgements Reports

National Tests

1-7

Yr 5/ 7

Term II & IV Term III

S & E Teacher Judgements Reports

1-7 Term II & IV

LOTE Teacher Judgements Reports

3-7 Term II & IV

Arts Teacher Judgements Reports

1-7 Term II & IV

Health & PE Teacher Judgements Reports

ACHPER Fitness Test

K-7

Yrs 4 - 7

Term II & IV Term I & IV

Attendance

Class Attendance Rolls Schools Online

K-7 Term IV

Behaviour

BMIS Records K-7 Terms I - IV

The assessment tools are used at different times of the year depending on the teaching focus for the term.


The Department of Education has the following focus areas for 2012 which intrinsically link to our strategic and operational plans that follow. Objective 1 . Raising standards in literacy and numeracy

• Use student achievement data to plan a personalised approach to each individual’s learning, especially for students at risk of falling below NAPLAN national Minimum Standards.

• Focus on essential literacy and numeracy skills, and strengthen the teaching of phonics, grammar, reading comprehension and number skills. Objective 2. Improving student behaviour, attendance and wellbeing

• Implement a school behaviour policy including a code of conduct and strategies for prevention and intervention.

• Provide support for teachers in classroom management skills and the management of students with disruptive behaviours.

• Continue to implement the Better attendance: Brighter futures strategy to improve attendance, particularly that of Aboriginal students.

Objective 3. Supporting teachers and school leaders

• Use online resources, including exemplars, for planning, teaching and assessment. • Share teachers’ expertise and advice within schools and across networks to improve classroom

practice. • Familiarise staff with the requirements of the K–10 Australian Curriculum for English, history,

mathematics, and science. Objective 4. Strengthen early childhood education

• Administer on-entry assessment and use student results, along with ongoing assessment, to inform learning programs.

• Incorporate Kindergarten, Pre-primary, Year 1 and Year 2 into whole-school approaches with a focus on skills and understandings that are known to predict future literacy and numeracy success.

• Implement increased Kindergarten provision from 11 to 15 hours a week in schools in the South Metropolitan, Southwest and Wheatbelt Education Regions.

• Support families of young Aboriginal children entering school to increase attendance and participation.

Objective 5. Enabling greater school autonomy, flexibility and innovation

• Collaborate with other schools to enhance education programs offered to students. • Use the increased flexibility provided to generate innovative education approaches to address local

needs. • Make good use of performance information to meet the accountability requirements accompanying

increased flexibility.

FOCUS 2012 – DEPARTMENT INITIATIVES


Objective 1 . Raising standards in literacy and numeracy Objective 2. Improving student behaviour and attendance Objective 4. Strengthen early childhood education

Key Area of Objective

Key Outcomes Strategies for 2012

Students at Educational Risk Policy Implementation

Ardross Primary School implements policies and guidelines to address the needs of individuals and groups of students at educational risk. The school uses a range of valid and reliable information to identify individuals and groups of students at educational risk, to develop intervention strategies.

Update and review SAER Policy to track students’ performances in Standardised tests. TAGS policy outlining staff responsibilities in catering for gifted and talented students. Professional learning for staff on the development of Individual and Group Education Plans. Review process for development of Individual Education Plans to ensure better targeting. Application of monitoring and assessment tools to gather effective student data in relation to students at educational risk. Access professional advice (Student Services Agreement, provision of School Psychologist). Early childhood staff to use On Entry assessment and the Early Childhood Profile as an assessment tool to determine needs of students to provide focus with planning for progress. Learning Support Coordinator (0.6FTE) to focus on whole school needs and support staff at the classroom level.

Retention and Participation

Ardross effectively provides positive learning experiences for all students including those that experience difficulties with learning, using a variety of strategies.

Monitoring of attendance to be undertaken to identify any students at risk by Deputy Principal - attendance. BMIS records to be used as a key indicator of engaged students. Support sought to assist students and staff to best develop programmes to meet student needs with time allocated to those children that are identified on the Risk Register. Review of SAER processes. Review use of support allocation, with the consideration of intervention for target areas. Media Liaison / School Promotion position created as part of Senior Teacher duties.

Gifted and Talented Students

Gifted and talented students have access to an appropriate range of educational extension opportunities across the curriculum in school and district programs provided within existing resources.

Ardross Primary School participates in South Metropolitan Region Gifted and Talented (PEAC) program. Identification of TAGS through PEAC testing and survey and teacher information. Students who are gifted and talented and not achieving to their potential to be considered within the SAER framework. Staff to be provided with PL to cater for gifted and talented students - HOTS. Teachers to provide experiences within class to extend students.


Gifted and Talented Students

Peripatetic music offered to gifted music students. Improve targeting of students for TAGS group. Develop innovative strategies that will lead to enhanced student outcomes. School to be involved in extension activities such as international communication between schools, Futures Problem Solving, Westpac Maths, Maths Olympiad, Robotics etc.

Behaviour Management

Ardross Primary School has a behaviour management policy, structure and practices that provide a supportive environment to improve educational outcomes for students.

Consistent implementation of BMIS policy (revised 2011). Whole School Friendly Schools programme promoted and implemented throughout classes in order to promote the development of appropriate interpersonal skills. Whole School Bullying policy implemented. BMIS is linked to identification of students at risk. Parents to be informed of School BMIS, Bullying and Friendly Schools strategies in the information booklet and school newsletters.

Education Support

Schools provide for students with disabilities according to current Departmental policy and guidelines in the context of the School Education Act.

Learning Support Coordinator (0.6) appointed to support teachers with program implementation of children with special needs. Support sought for school through Schools Plus for Teacher Education Assistant time or Teacher preparation time. Education Assistants utilised to support the teacher with the educational programme of students with disabilities. Access support from specialists (e.g. Centre for Inclusive Schooling) on how to best cater for the needs of identified students with disabilities. Allocation of Education Assistant on Playground Duty each recess and lunch time to assist with supervision of children with special needs.

Learning Styles and Gender

Schools develop policies and practices that address gender issues for boys and girls.

Develop MIS that identifies any difference in performance of boys and girls. Develop database for SAER. Staff to implement strategies to support boys in education. Improve and review all strategies used to address poor progress.


Health and Well Being

Health and well being of school members is promoted and enhanced. The school community’s understanding of health issues is enhanced. The range, quality and effectiveness of strategies to promote health and well-being, and prevent social and emotional difficulties in the school community are monitored for effectiveness. The needs of students with health issues are recognised and supported.

Health and Well being a whole school focus. Continued work of Health Promoting School Committee to undertake key initiatives ie Crunch and Sip. Employment of a Chaplain 2 days per week to enhance Pastoral Care. Health Promoting Schools Committee to support representation from Canteen in order to support development of a healthy canteen menu. Physical Education Specialist Programme in Years 1-7 to better meet the physical needs of students and to encourage students to develop a healthy, active lifestyle. Physical activity modelled by staff. Whole school morning fitness timetabled. Athletics Carnival to be participative. Regularly update student health records, action plans and asthma records.

Cultural Diversity Ardross Primary School provides students with a safe, culturally and linguistically diverse learning environment. Ardross Primary School to implement relevant areas of the Department’s Aboriginal Education Operational Plan. There is a continuous improvement of all learning outcomes for all culturally and linguistically diverse groups.

Effective use of ESL teacher and Education Assistants to support ESL students in the achievement of outcomes. Review service to improve target support provided. ESL staff to work with teachers in collaboratively planning for the needs of ESL students. Update the register of students from various cultures/ESL backgrounds. School MIS to reflect the cohort of students from ESL/LBOTE.

LOTE specialist teacher to program from years 2 – 7. Focus on Japanese culture. Aboriginal studies reflected in the teaching and learning programs developed in the Society & Environment Learning Area and facilitated across the school by Deputy Principal. Cultural diversity of the school to be celebrated, including the implementation of events such as cultural days and Harmony Day. Enrol international students where appropriate. Participate in Japanese Exchange Program – Gold Tours Education. Involvement in Asian Hub project with AXSHS, Booragoon and Winthrop. Extension PEAC model.


Objective 3. Supporting teachers and school leaders Key Area of Objective Key Outcomes Strategies for 2012 Outcomes Focussed Approach to Curriculum Development

Ardross Primary School integrates the Curriculum Framework with school and DOE initiatives School Curriculum is consistent with the Curriculum Framework and Australian Curriculum Ardross Primary School assessment and reporting is consistent with DOE Curriculum Assessment & Reporting Policy & Guidelines.

Teachers to be provided with opportunities to develop collaborative teaching and learning programs to improve outcomes. MIS to reflect focus on outcomes based learning with teacher judgement and outcomes based assessment tools used to determine student achievement and influence planning at all levels. Staff to be provided with support in implementing the Curriculum Guides, progress maps and on line syllabus material. Staff to be provided with support in implementing the Australian Curriculum through Curriculum Leaders. Ongoing review of school assessment and reporting practices.

Literacy and Numeracy

Ardross Primary School addresses the need for identifying starting points and continual improvement of literacy and numeracy outcomes for all students. 80% of students above National Achievement Targets (50th Percentile)

Teachers ongoing Professional Learning in teaching practice –Higher Order Thinking Skills (HOTS). Teachers continuously improve understanding through Professional Learning on the C.F and attain skills in assessing and planning for students’ achievement of literacy and numeracy outcomes. Appoint Curriculum Leaders specifically for support of teachers in Mathematics / English. Provide relief time. Teachers follow literacy overviews in reading, writing, speaking and listening and viewing. Teacher judgements, moderation and external data provide information on literacy and numeracy standards as part of the MIS (i.e. NAPLAN Data). Target groups developed for Talented and Gifted strategies both at school and with PEAC. Ongoing review of SAER processes, with an individual profile card developed to track student’s academic and social development throughout the years of schooling.


Innovation

Ardross Primary School recognises the need for innovation in developing programmes of excellence and promotes these to the school community.

Teachers are encouraged to use innovative approaches for student learning to engage students, especially IT. Use of student centred learning approaches encouraged and supported. Involvement in the Future Problem Solving Competition, Robotics, Maths Olympiad etc. School involvement in River Rangers and other innovative environmental programs. Staff use HOTS.

Improved Learning and Teaching Through Technology

Ardross Primary School effectively utilises Learning Technologies in curriculum delivery

Appointment of an E-Learning Coordinator (0.4) to continue coordination of staff development and continue staff Professional Development in the integration of technologies and SOCS. (Refer to Learning Technologies Plan) Computer lab set up in Room 1 – students to access weekly. Plan developed for ongoing refreshment of ICT resources, utilising the ICT annual grants. Staff to be trained in using the School Information System (SIS) for Curriculum Planning and Reporting. Continually update website to include details from administration and classes.

Early Childhood Education

Ardross Primary School to effectively implement the Department’s policy for early childhood education.

Universal access implementation – 15 hours of teacher contact per week. Extensive review of pedagogy in relation to Literacy & Numeracy. Develop strategies to effectively communicate with parents, in particular enrolment processes. Inform parents of the programme structure and differences between early childhood and other phases of learning. Timetable common release time for K – 2 staff to allow for collaboration. Learning Support Coordinator to focus on literacy development in the years K-3. Include use of individual On Entry assessment in PP and the Early Childhood student profile screening tool.

Middle Years of Schooling & Transition

Ardross Primary School actively seeks and implements best practice in teaching and learning in response to the needs of the middle years (Yrs.5 +) of schooling.

Establish closer links with local High School through local cell meetings and liaison between Yr 5/6/7 teachers and High School. Develop processes for feeder primary schools and teachers from High School to collaborate on moderation of student assessment in Maths and English. Share high school facilities where appropriate – ie Science Rooms, Japanese extension program etc.




Leadership

Leadership skills are developed and supported among leaders and aspiring leaders.

Opportunity offered to teachers to develop leadership role within the school. Five curriculum leadership positions, with allocated administration time for school management, Professional Learning of staff, collaborative planning and implementation of system initiatives. Promotion of leadership and aspirant courses to staff. Survey of stakeholders to encompass perceptions of the leadership skills displayed by Administration and Curriculum leaders. Principal to attend WA Primary Principals’ Conference and seek sessions related to enhancing leadership.

Staff Management Effective Performance management is in place for all staff. Staff recognised for effective performance. Staff Performance is managed effectively. Ardross PS actively seeks and implements successful practice in teaching and learning in response to the needs of their school community.

Implementation of Performance Management Policy. Provision of professional learning to all staff. Review of Non Teaching Performance Management and allocation of supervisory roles. Encouragement and acknowledgment of staff in the development of innovative practices. Encourage collaborative planning pedagogy for the achievement of an outcomes focussed curriculum. Facilitate with collaborative DOTT time and Professional Learning. Promote examples of innovation to staff through School Development sessions for sharing good practice.

Professional Learning for staff

Professional Learning is linked to performance management agreements

Curriculum Leaders and Administration staff to provide ongoing support and leadership to staff. Leaders allocated in the key priority areas E-Learning; Science, Mathematics, Literacy, S&E and Health and Physical Education. Flexible days to be allocated to salary pool for teachers to access as negotiated with their line manager.


This priority has been developed from the Plan for Public Schools 2008 – 2012 and outlines our strategies to address objective 6. Objective 6: To build public confidence in our schools.



Gaining support and trust from the School Community

IPS status for 2012 Opportunity for community involvement in school decision making and sharing of resources is evident

Greater autonomy in decision making, tailoring teaching and learning programs to meet our expectations and the needs of our students. Consistent promotion of the School Vision via school newsletter, assemblies, public meetings, P&C and School Board. Maintain effective links with the Parents and Citizens Association and School Board through regular meetings, e-mail and discussions. Promote and support the continuation of class contacts (parents) and the continuation of a contacts booklet to enable effective networking and support for parents. Parents invited to attend sessions before school assemblies to discuss issues with the Principal, to enable another avenue for discussion and consultation with the community. Maintain effective links with Applecross SHS for the sharing of resources and expertise. Seek sponsorship support for key projects around the school through the Sponsorship Program.

Customer Focus Ardross Primary School is welcoming, with responsive and courteous staff. Regions and Schools provide efficient and effective support to the Minister and the Office of the Director General. The community is informed on developments in curriculum, student support and school operations.

Maintain an effective website, to enable access for students, staff and community. Administration responds appropriately to inquiries, concerns, complaints or requests in line with the school policy, which is communicated to parents via the Parent Information Booklet.

Finance & Administration

Ardross Primary School operates its financial management systems in accordance with DOE policies and practices. Ardross Primary School manages DOE’s physical resources effectively and efficiently to support student learning.

Ongoing compliance with FMIS. School assets listed and maintained through use of appropriate reserves. Use of School Information System for finance management. School manages faults and maintenance as per DOE requirements. Appointment of a Finance Committee, with staff and parent representation.


STRATEGIC PLAN 2012 Literacy

Overall Objective:

High standards of Student Achievement: Academic and Social Funding Source

Summary

Key Focus • Writing – Persuasive Structure and Vocabulary • Spelling in the Context of writing – Punctuation and Grammar

School Budget $5500

Salary Reserve $1920 Other Coordinators Cath Riley, Blythe Maley

Raye, Isabel, Jenny, Marita, Fiona TOTAL $7420 Objective Outcomes Strategies

How will we affect outcomes? Resources &

Funding What resources

are required to

achieve outcomes?

Personnel Who will

coordinate this?

Targets Performance Information

Raising Standards in Literacy & Numeracy

1. Use student achievement data to inform both whole school planning and teaching strategies.

Teaching staff locate and access EARS (Education Assessment Reporting System), MSE and NAPLAN results. Whole school Literacy planning and teaching strategies are guided by analysed data and teacher based assessments. Higher order thinking strategies embedded in planning. Children At Risk are identified and have IEPs.

Teachers supported to locate and use Education Assessment Reporting System (EARS) Whole school approach to Literacy planning, developing strategies incorporating higher order thinking skills. Teachers of like school phases collaborate to plan teaching and learning programs Identify children at or below National Minimum Standard. Each student will have a monitored IEP.

Collaboration time for staff. Frangenheim resources and support DOE exemplars Time for teachers to plan IEPs

-Learning Area Coordinators -Admin Staff -Teachers LSC Classroom teachers

All Teaching staff locate and use data to assist with planning. All teachers develop strategies incorporating Higher Order Thinking Skills Improve the results of children with identified weaknesses

Performance Management Audit of HOTS scope and Sequence across Year Levels Teacher assessment Reporting

STRATEGIC PLANS 2012


2. Focus on essential literacy skills assessed in NAPLAN

Continue to improve results in NAPLAN, -reading, writing, spelling and language conventions Students will be explicitly taught exposition writing as a new component of NAPLAN

• Development of structure

• Vocabulary • Sentence structure • Consistent use of

correct punctuation • Paragraphing

Staff to access DOE Literacy Planner as an additional resource to assist in preparing students for NAPLAN in Reading, Writing, Spelling and Language Conventions during term 1, prior to testing in Term 2 Reading skills will be developed across a range of texts and learning areas. -Recent purchases of material with science links -Reading Boxes Blue and Green First Steps Resource Books Focus on areas of writing as identified in analysis of 2011 NAPLAN data. -vocabulary -paragraphing -characterisation Promote daily reading, particularly for boys, with boy friendly reading material

DOE Literacy and Numeracy 2012 Planner on Portal K-10 Syllabus Purchase new selection of books for class/home with a focus on material to engage boys and stimulate reading for enjoyment. First Steps: Spelling Resource Book Collaborative time for teachers in like phases of schooling to develop strategies and a collection of websites to be used with interactive white boards, computers and OTLS

Learning Area Coordinators Admin Staff Teachers Literacy coordinator

Improve NAPLAN and MSE results. Integrate reading material with other learning areas eg reading/ science/ maths/ health

NAPLAN and MSE results

3. Strengthen the teaching of phonics as part of the literacy program.

Teachers continue with phonemic awareness, particularly in the junior primary area and with older less able readers. Teachers continue to explicitly and systematically teach phonics. Students develop strategies to spell words correctly

Whole School Spelling plan Explicit Teaching in Phonemic awareness -- focus on teaching blending and segmentation. Incorporate ICT Systematic phonic development Incorporate explicit activities into OTLS for home access ‘Spelling City’ to assist with learning of words

Spelling Information Pack: compiled by the Learning Difficulties Team, Centre for Inclusive Schooling Source a database of interactive sites “Spelling City” (ear phones)

Literacy coordinator E-Learning Coordinator

Improvement in the results of NAPLAN and MSE testing

NAPLAN and MSE results Teacher reporting


Teachers use on line resources when planning programs. Improvement in the results of NAPLAN and MSE testing.

Baseline spelling testing at the beginning of each year. Select a vocabulary list for uniform testing Eg Oxford, Salisbury

Text- ‘Reads Writes Sounds Right’ for years 1&2 Text /Program for 3-7 ‘Sound Waves’

4. Design and implement specific interventions for those students falling below national minimum standards

Improved results for identified students at or below national minimum standards and as identified by classroom teachers. All identified students to have support time.

Target: students who were at or below the national minimum standard Reading - 1 student in Year 3 - 5 students in Year 5

Spelling – 1student in Year 3 - 2 students in Year 5 Writing – 2 students in Year 3

- 1 student in Year 5 Punctuation and Grammar - 1student in Year 3 - 0 students in Year 5 Time and support from LSC for all classroom teachers to write and implement IEPs. All identified students to have support. Provide a variety of learning tasks to engage students, use on-line resources and software. Literacy Net/ Specific Standardised Testing .

Literacy coordinator, LSC Class teachers Support teachers Selected materials to address weaknesses Collection of resources to be developed

Literacy Coordinator Committee Class teachers E-Learning coordinator

Improved NAPLAN and MSE results.

NAPLAN and MSE results. Teacher assessments Standardised Tests


WWhhoollee SScchhooooll SScciieennccee PPllaann 22001122

VViissiioonn Develop young people’s science

capabilities and understanding of the natural and physical worlds

Understand how humans affect the natural and physical worlds in which we live

Science processes are used to pose questions, gather information and form scientific understandings

Science is an effective context for integrated literacy and numeracy

strategies

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PPrriimmaarryy CCoonnnneeccttiioonnss PPrriinncciipplleess Students supported and challenged to develop deep levels of thinking Science is linked with students lives, perspectives and interests Learning connects with communities and practice beyond the classroom The learning environment promotes independence and collaboration Assessment practices are an integral part of science and learning

SScciieennccee LLiinnkkss wwii tthh LLii tteerraaccyy

Science journals Word walls Discussions Reports, recounts, procedures Labelled diagrams Interpreting graphs Reading science based stories

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AApppprrooaacchh

Planning Conducting Processing Data Evaluating

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SSttrraatteeggiieess Examples :- Cooperative learning teams Being partners Taking turns Techniques to represent ideas such as TWLH charts, placemats, concept maps, etc

EEmmbbeeddddeedd AAsssseessssmmeenntt aanndd QQuueesstt iioonniinngg Diagnostic Formative Summative

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tthhee 55 EE’’ss MMooddeell

Engage Explore Explain Elaborate Evaluate

MCJ Moderation Grades A-E

Teacher Judgements Formal Reports

National Testing MSE Science 5&7

System and School Data (WAMSE)

PPrr iioorr ii tt iieess Science programs that connect to

Australian Curriculum and WA Syllabus (convergence)

Collaborate with other schools (Classroom First), TDS Schools

Teacher support Sound pedagogy/ Cross Curriculum Student engagement in science Development of scientific literacy Utilising new Science/ Enviro room Team approach ICT reflects educational soundness in

science teaching Connection to the community Semester 1– E&B Semester 2– L&L

LLeeaaddeerrsshhiipp,, CCooll llaabboorraatt iioonn aanndd PPrrooffeessssiioonnaall LLeeaarrnniinngg � Ardross has a Science Support Teacher in the school � Leadership in science is a collaborative process � Teachers are supported with the effect of having the Australian Curriculum along side the WA Syllabus and have PL opportunities � Respond to system data in teaching � Primary Connections and its principles are the foundations to teaching science � Sound pedagogical practice continues to underpin science outcomes � Partnerships are developed for curriculum support, including sharing resources and networking with other schools

PC units’ content areas N&PM, E&C, E&B, L&L with teachers adapting according to their availability, own teaching needs and style using related resources.

Ardross Primary School


STRATEGIC PLAN 2012 : SCIENCE

Overall Objective:


Summary

Key Focus Student engagement in science and development of enquiry skills School Budget $2000 Earth and Beyond Salary Reserve $1920 Life and Living Other Coordinators Lindsay Macmillan

Lis Oversby, Helen Brown, Blythe Maley TOTAL $3920

Focus 2012

Objective

Outcomes Strategies How will we affect outcomes?

*Convergence

Resources & Funding

What resources are

required to achieve

outcomes?

Personnel Who will

coordinate this?


Raising Standards in Science 1. Use student achievement data to inform both whole school planning and teaching strategies.

Improve students’ science capabilities Improve students achievement levels Engaging students who need support with interesting, practical science

Integrate development of graphing skills into maths with an emphasis on understanding bar graphs, line graphs, pie charts and graphing conventions. Students are taught how to analyse the results of student data gathered. Give students exercise on taking data from graphs and interpreting patterns. Classroom programs are sequential and build on work done in previous years Integrate science with school initiatives involving sustainability programs Use planting the seeds of science. Early primary use this with local parks in mind. ‘Junior Crew’ involved in look at marine species (feral fish)/ boat safety/ weather/wildlife and Sunsmart.

Allocate time for whole school planning, teacher support and networking opportunities Resource needs considered for he development and organisation of the new science room. OSF Outcomes Aust Curriculum content

Heary/ Macmillan Classroom teachers/ Admin Admin/Staff Cath Bishop

Students and teachers continue to focus on the use of graphing conventions Graphing problems included classroom math’s activities. To move students forward in levels of achievement with science learning Classes involved in a range of sustainability activities and initiatives

Professional discussion in Performance Management. WAMSE yrs 5,7 Easymark yrs 2,4,6 Improvement in access to fieldwork opportunities with a science curriculum basis


Use of WaterCorp initiatives/ Ribbons of Blue water resources. Marine Discovery West (Dept of Fisheries arm) Classifying Coastcare lady to visit – Classifying Noongar names for animals and plants. Germinating seeds – developing shade house/ growing oil mallees Desalination plant visit

2. Literacy and numeracy skills are key elements in science. WAMSE assessment data in science is used to inform planning.

Increased time spent on the science learning area to achieve a better understanding of the ‘big ideas’ in science using literacy and numeracy to develop science understandings

Continue to develop strong links with APXHS and maintain links built up with Applecross and Dunsborough with TDS. Teachers use opportunities in cross curriculum approaches for teaching of science Integration with literacy and sustainability programs as well as encouragement to develop cross-curricula programs

Science based reading texts used in literacy Materials relating to general capabilities in science and cross curriculum (e.g. Health, S&E) PL aimed at pedagogical improvement

Subject Coordinators Catherine Bishop (DP) Staff

Students understand a sustainability project in depth

Students having engagement in community programs or whole school initiatives

3. Teachers look at assessment in science as part of the teaching process.

Consistency in reporting develops across classrooms and teachers get the support required to use the syllabus

Begin looking at the resources provided by the Dept for assessment of the Australian Curriculum.

Teachers look at student work in terms knowledge of year level content as well as development of their students’ enquiry skills

Curriculum Leader/ Admin

Accuracy in reporting processes for science There is a clear and realistic picture of how science curriculum will assessed

School performance information A-E results from school reports reflect consistency in judgements

4. Interventions for students identified as needing support.

Identifying students needing support in maths and literacy with the view that these students are likely to need help in science

Direct instruction and support to students at risk with identifying patterns in data collected from investigations and evaluation of that data to support science understandings.

Special needs Support Teacher break classroom tasks down into smaller, easier to manage activities for students with special needs

Deputy principal/ Learning support coordinator.

Students identified as below national standard improve to the minimum national standard.

Performance of students at risk in science (literacy and numeracy) increases over time.

5. Students have opportunities to engage with and increase understanding

Students and teachers work in a more sequenced set of

Students study fewer but more fundamental concepts (big ideas), seeking understandings from multiple sources and hands on

Build on Primary Connections resources and PSP

Science Support Teacher

Teachers gain better knowledge of new units in Primary

Performance Management discussions about


of scientific concepts. knowledge in all the content areas in science. (Use Term Overlap strategy to cover all content areas and focus on reporting areas in science)

investigations. They communicate findings about investigations in science Support in the planning of programs relating to specific year levels based on the WA Scope and Sequence in science, but also relating to the common elements defined in the Australian Curriculum

support materials Teachers having access to a support materials as they become available e.g. any new PC Units or modified alignments against Aust Curriculum

Learning area coordinator

Connections relating to their year levels Sound pedagogical skills underpin science outcomes

curriculum change Teacher judgements using grade levels align with performance data

6. Encourage the need for evidence informed decision making (Science as a Human Endeavour)

Increase diversity of plants and animals around the school

Look at local areas in depth e.g. Piney Lakes, Wireless Hill, Kent Street Weir, Al Richardson Reserve and the River Foreshore in terms of biodiversity, sustainability, habitat preservation and links to the science programs. Moore River foreshore (Yr 7) GPS/ Orienteering at foreshore (Integrating with physed). River Rangers gathering data on water quality to support Junior Dolphin Watch. Recording the bugs and birds using the school environment and attempt to understand the needs of any smaller mammals that could use the school environment. Binoculars and battery operated Study of Graffiti on signs and citrus based cleaners. Electronic microscopes Climate Watch Trail on school grounds and signage Student researched information panels

ICT support for cross curriculum in science. River Rangers ($20 000) DEC Grant to support excursion to Gin Gin Observatory (E&B Dynamic Sculpture) and Moore River studies/ Moore River

ICT Support Teacher - Glenn Hill Catherine Bishop

A practical approach to environment, school grounds and river foreshores

Classroom participation in school environment projects

Support Teachers and School Leaders 1. Use on-line resources to plan teaching and learning programs, and help teachers with assessment including the allocation of A-E grades. 2.Support teachers to implement the new CAR policy.

Gain experience in using the on-line Australian Curriculum and support materials, PD provided to teachers as it becomes available

We build on effective planning of science learning programs that reflect sequential development of content through the year levels

Recognition of good science teaching

Science Support Teacher

Content across the year levels becomes more clearly specified in programs

WAMSE Science results


OPERATIONAL PLAN 2012 for RIVE R RANGERS Trial Project

… = completed

Term 1- Earth & Beyond Term 2 Week 4 - Chemistry Term 3 Week 3 - Life / Living Term 4 - Energy

Overall Objectives

High standards of Student Achievement: Academic and Social Motivate - Increase appreciation and knowledge of the Swan Canning River Park. Educate - Engage students in research and authentic actions to improve the river and hinterland. Celebrate - Share successes with school and wider community.

Funding Source River Rangers

Summary $13,200 - April gateway

School Budget Key Focus Develop students’ confidence, initiative, leadership, teamwork, interpersonal skills and sense of community. Develop students’ abilities to make informed decisions based on inquiry skills which can be applied to their future learning and daily life.

Salary Reserve TR =1471 Cadet Leave x 10 days per annum each

RR Coordinator

Fiona Schaper – Raye & Wendy

RR Instructor (RRI) and buddy staff member/s

Lynda Pateman – Karen & Isabel, Blythe Maley – Denise, Kellie Foote – Cathy R & Andy, Catherine Bishop – Jodie, Helen, LeeAnne & Alison F Auriol Heary - Jackie, Jenny Lawrance – Bob & Sumiko, Lindsay Macmillan – Glenn, Alison Davies - Sue, Marita Putland – Kate & Jessica.

TOTAL ~$13,200 - plus Teacher Relief

Personnel Who will be involved?

Strategies What will we do? What equipment is required?

Time Line When will it

happen?

Resources $ Order number

Performance What results are we looking

for? River Ranger Instructors RRIs Record brainstormed ideas on 2012 Strategic Plan 8 Dec 2011 Draft plan for 2012 Record who buddies are for RR information sharing and activities 8 Dec 2011 Whole staff ownership Keep a running record of expenses. Ongoing Catherine Joselyn

Accession RR binoculars and GPS sets. Store in secure Maths Store Room. Buy carry cases (SRT to pay?) and organise a borrowing system for other RR schools

Term 1 Regular usage of binoculars and GPS sets

Discuss “common time” for Year 6s and Year 7s RR activities. (Monday afternoons?) Feb Join with other RR for networking. All year 2 RRIs Attend PL for Youth River Forum (NB same time as Year 6/7/swimming lessons! ) 16 Feb CTL Use 1471 Catherine Meet Rossmoyne SHS Bushranger leader Wendy Corrick to plan for joint activities. 10 Dec

2011 Joint actions in 2012

Bruce Ivers, Jeff Mengler

Continue AXSHS joint propagation activities. Develop nursery to attain top hygiene standards - shade-house, foot-baths, limestone paths, nutrient stripping swales, reeds.

All year

Joselyn, Hannah, Fiona, Andy, Doug, Catherine, 2 ECs

Hold a RR Manangement Group meeting to outline 2012 RR Operational Plan. Hold a RR Manangement Group meeting to review 2012 RR Operational Plan actions and the budget summary for 2012 River Rangers Community Grant (D6260)

March 8 3.15 – 3.45 Term 4

Successful RR trial model. Achievement of objectives and focus areas

Keep a photographic record of “Before and After” RR OPTS actions. 2011 - 2012 All RRIs and RRs

Participate in River Ranger on-line surveys. 30 random students selected for data.

RR will pay honorarium of $2200 pa to Coordinator and $1100pa to Instructors for out-of- Applied for honorariums in

RIVER RANGERS OPERATIONAL PLAN 2012 Reviewed 6 February 2012


hours contributions. Access 1471 for Training and Networking Days Nov 2012. Fiona, Catherine

Apply for Waste Wise accreditation for 2012 and apply for $11K grant when it opens Term 2

Fiona & …. Visit Bertrum or Harmony Schools for Stephanie Alexander Kitchen Garden ideas Whole School. Present draft Operational Plan for 2012 for staff – review and adjustments. 30 / 31 Jan Practical strategies Staff members with Senior First Aid.

Arrange RLSS Open Water qualification for stronger swimmers. Term 1 Increased capacity to run water based excursions

Teachers who didn’t go in 2011

Arrange a morning inservice on Noongar culture at Alfred Cove and Point Walter with Noel Nannup. Buddy RRIs will mind classes to save on TR costs

Term 1 $300 Increased knowledge of Whadjuk stories / locations.

All teachers Access Noongar word list in “Get Work.” Select 10 Noongar words to focus on in class All teachers Plan excursions / incursions to maximise water, rivers and sustainability studies.Aim for at

least 1 trip out per class each year. RR will supplement bus costs. Kids will pay $5 and the permission note will say how much RR is covering. Catherine (and other RRIs as required) will provide support during excursions.

All year Try to use Fair Trade and sustainable products. (Look into CUA about Reflex paper) Plan for students to visit Deep Water Point regularly. All year Encourage reuse of resources and maintain order in Re-Room using monitors. All year All classes, Pauline

Encourage classes to use the vege tubs for planting and canteen to harvest produce. All year

Encourage the use of Waste Wise, Waterwise and Ribbons of Blue resources. All year Continue recycling food scraps and paper to make worm-wizz. Apply to Waste Wise for proper shade sail to protect worm farms. Clean up for “Keep Australia Beautiful” and take photos at DWP, Al Rich and Wireless Hill

for Adopt-A-Spot Mar 2 or 6

Catherine & Fiona

Send photos to KAB for recognition and recording on “Adopt-A-Spot” Honour Roll Term 1

Visit Deep Water Point, Wireless Hill and Al Richardson Reserve regularly. All year Submit application through Arts Edge to employ an artist-in-residence to facilitate student

creation of a mobile hanging backdrop for Undercover Area, which will incorporate cultural and environmental diversity images.

Bob, Fiona >After gardener’s shed doors are replaced, arrange painting on them by Jonine Kaiser with design from last year’s Australian Bushland mural contest.

Term 1

Continue raven prevention actions as OPTS model Excursions to Katie - Year 3

Piney Lakes - Noongar Boodja Waakiny - 6 seasons trail with Marissa Verma

Th 22 March 12.30 – 2

$5 ea + bus

Glenn/Bob – Piney Lakes - Happy Habitats with Climate Watch T 6 March $7 ea


Year 5 10-1 + bus Karen - Year 5 Piney Lakes - Happy Habitats with Climate Watch F16 March

11-2 $7 ea + bus

Fiona - Year 3/4

Piney Lakes - Happy Habitats / Noongar Boodja Waakiny - 6 seasons trail Th 10 May 9.30 - 1

$5 ea + bus

Kellie - Year 3 Piney Lakes - Happy Habitats /Noongar Boodja Waakiny - 6 seasons trail Th 17 May 9.30 - 1

$5 ea + bus

Blythe - Year 2 Piney Lakes – Minibeasts - terrestrial and aquatic macroinvertebrates T 4 Sept 11-12.30

$5 ea + bus

Isabel – Year 1 Piney Lakes - Minibeasts - terrestrial and aquatic macroinvertebrates M 3 Sept 11-12.30

$5 ea + bus

CREEC – River related activities for Earth Day.

$..... ea + bus

CREEC – Take a Dip (MC) or Creepy Crawlies(EC) - macro-invertebrates $6 ea + bus

CREEC - From Range to River - catchment studies $6 ea + bus

CREEC - Djarlgarra Yarning - Noongar use of river environments $8 ea + bus

CREEC - Perth Zoo - Conserving biodiversity in WA - Native Species Breeding Program of numbats,

dibblers, western swamp tortoise

Year 1s Perth Zoo – Orangutan breeding program Perth Zoo Blythe -Year 2 Perth Hills Centre - Koolangars, Corroborees and Kaleeps Term 3 $12.90

+ bus

Lynda and Jenny – Year 7

Perth Hills Centre – Climate change – measuring baseline diversity (“8 til late” excursion) and Forest Detectives Trail & Animal Encounter

$27.80 + bus

Auriol Perth Hills Centre – Caring for Places (“8 til late” excursion) and Forest Detectives Trail & Animal Encounter

$27.80 + bus

Perth Hills Centre - Kings Park – From Firesticks to Fireworks and Naturescape Discovery Kings Park Kindy,/PP Helen, Raye, Jodie, Wendy, Lee-Anne,Alison

Students will explore, observe and order during water-play activities based in PrePrimary and Kindy playgrounds.

>Buy a Bird Bath for Room 11/12 play area Term 1 >Buy extra water-play equipment Term 1 Focus on parks as part of “”Planting the Seeds of Science” Create “take-home bags” containing a puppet/soft toy, book and diary to encourage

positive attitudes towards endangered animals - Bilby, Numbat,,Orangutan, Dolphin Term 1

Wendy Continue to nurture milkweed plants in Olfactory Garden as a food source for monarch butterflies. Refer to http://Lepidoptera.butterflyhouse.com.au to source new butterflies

>Buy butterfly enclosures


Years 1,2,3 Jackie, Denise, Liz, Sue, Isabel, Blythe, Kellie, Katie, Fiona,

Students will observe changes and guess the reasons for them during activities on school grounds, at Al Richardson Reserve and at Wireless Hill. Extend to excursions at Piney Lakes, CREEC, Perth Zoo will extend knowledge, skills and attitudes.

Blythe & Katie Focus on Wireless Hill as part of “Planting the Seeds of Science” Alternate KAB – odd years with Junior Crew – even years Use “Junior Crew” resources to learn about boat safety, weather, including sunsmart,

wildlife on the river and fish species.

Cathy & Fiona >Hold waste free (nude) lunch competition between classes Blythe Collect and re-use milk bottle caps and make draught games Term 1 Make human sized board games like from recycled materials. Use CDs as counters &

giant fabric dice. Ref : www.earthcarers.org.au

Catherine Learn about conserving native wildlife with Ranger Red, python, bobtail, dingo -Year1s Catherine, Year 1s

Learn about Indigenous animal stories through music and sand drawings with Aboriginal entertainer, Josie Boyle (Apply for PALS grant ~ $750)

Feb 15 $300

Incursion with “Worm Man “ Kevin (Wait for Waste-wise grant) Term 3 ? Research/ buy colour shade sails to protect for worm farms. Customised – 0438319613

(Wait for Waste-wise grant) Term 3 ?

Blythe Algae Busters incursion using River Catchment model from SERCUL with Amy Kruper Year 4,5 Karen, Bob, Glenn,

Students will explain patterns or systems and speculate on cause and effect using evidence gathered during practical activities during excursions to nearby bushlands, wetlands and river shores, such as Deep Water Point and Kings Park

Continue to develop Frog Bog wetland to encourage burrowing frogs. Students create signs to educate others about the frog bog, compost tumbler, vege tubs,

worm farms and scarecrows.

Create APS Climate Watch Trail and Field Guide. Treat & sow seeds and later re-pot plants for Water-wise gardens, river shore / wetlands.

Grow and plant Dieback resistant jarrahs for Wireless Hill.

Margaret Matthews

Grow and help plant Dieback resistant jarrahs with Friends of Wireless Hill.

Students plan layout of new Waterwise Garden sections. Grow seedlings for every APS student to plant in new sections of water-wise garden and

buddy up with junior classes to help them plant properly on National Tree Day T 31st July

Grow sedges ( Juncus kraussii & pallidus and Ficinia nodosa) to plant at DWP, Rossmoyne SHS creek and with Friends of Bull Creek wetlands.

Bruce, Catherine

Grow oil-mallees for Richfield Future Farm in Pingelly

Discuss use of oil mallee use as Avgas. Invite guest speaker to show oil mallee motor.

Use www.nearmaps.com for catchment studies of the Swan, Canning, Moore, Avon Rivers.

Glenn, Bob, Bruce, Catherine, Robin

“ 8 til late” excursion to York for river source studies. Plant school grown trees on degraded creek lines at Quellington farm. Observe trees planted previously. BPS?

Term 3


Students plan layout of new Waterwise Garden sections. Identify bird species, discuss impact of introduced species and learn correct use and care

of binoculars with Rod Smith from Birds Australia.

Learn how to take field notes, draw and label bird species. Research migrating arctic birds & Alfred Cove’s history as a RAMSAR site. M 14 May Record diversity of fauna and flora of “hoop” quadrates. Compare with 2010 data March 6,7 Examine micro algae and macro algae using Rotary electronic microscopes Year 6,7 - Lynda, Jenny, Auriol, Marita, Lindsay

AC– The growth and survival of living things are af fected by the physical conditions of their environment . Students will recognise interdependence, sustainability, develop theories and create action plans to improve problems related to river systems and coastal environments.

Auriol Invite Wildlife carer, Donna and joey to provide insights about conservation of native species and impact of urbanisation. Discuss “adoption” of a not-so-cute species.

M 6 Feb

Auriol & Catherine

Ask about APS Yr 7s. Apply for STAWA grant for costs of Gingin/Guilderton Camp. By Feb 3

Marita & ….. Review design, create new stencils and repaint signs for “Clean Drains River Gains” with a junior buddy class

Jenny and Kellie

Air Watch – “Energy Smart for Schools” – teacher PL with Nicole Sabatino. Term 1

Jenny and Kellie

Students monitor school power use / savings, record information and share with buddy class (Room 8) and with community through school newsletter

Terms 2-4

Participate in Weather Watch including an incursion with Angela Tsun from Channel 9 Auriol Learn to use water quality testing equipment with Joselyn Fissiloli from SRT - including

temperature, conductivity/saltiness, turbidity, PH, nitrogen and phosphorous. Th 2 Feb

Auriol & Catherine

Conduct water quality testing at Guilderton – compare water samples from the sea estuary inside the bar near tourist precinct and upper reaches near farmland.

Mar 27 - 29 CTL

Use 1471

Auriol Continue “sedge” investigations. Marita, Lindsay & Catherine

Participate in activities at Naturaliste Marine Discovery West at Hillaries with Lisa Hill including classification of marine species, fish dissection to exract otoliths & feral fish

M6 Aug

Marita, Lindsay & Catherine

Participate in activities at NW Metro Coast Care with Kate Sputore including coastal vegetation, dynamics and planting at community Coast Care location.

W 8 Aug

Marita Incursion with Joe Tonga to discuss habitat pressures, make and install bat boxes. Marita & Lindsay

Draw and label plants, based on observations at Cottesloe Beach and the river shore. 27 Feb-5 Mar

Auriol Conduct geological studies at Cottesloe and arrange “Shore to Scarp” excursion 27 Feb-5 Mar

Catherine Check plant species list for Deep Water Point with Deanne Wynne - City of Melville 17 Dec 11 Lindsay Discuss marine safety in the river. Use “Skippers Ticket Notes” as reference Catherine Collect fresh Nyutsia floribunda (WA Christmas trees) seed and try to germinate.

Plant into pots with established host species. Dec ‘11 Feb ‘12

Marita Visit Alcoa revegetation site and Serpentine River. Compare land-care actions (“8 til late” excursion)

Jenny Research school power and water use / savings. Record information for school NL


Lynda Build on “These Come From Trees” activities. Jenny Conduct experiments to learn more about chemicals – phosphorus and nitrogen Auriol Investigate the chemistry of citrus based cleaners. Relate to graffiti removal Use Millenium Kids evaluation tool to generate actions Visit desalinisation plant at Gnangarra mound with Tania Burnett - Water Corporation Lindsay Study books with sustainability themes such as “Owls in the Family” by Farlet Mowat Auriol & ? Continue Think Quest and FPS topics related to environment / sustainability DOTT / Support Lynda, Sue, Sumiko, Alison D

Students will have the opportunity to reinforce knowledge skills and attitudes through activities integrated across learning areas.

Lynda, Kellie, Catherine, Sue

Plan a “Sustainability Assembly” based around the song “I Can Help” by Billy Swan. Include drumming. Research and make birds masks. Use Smudge Art to create fabric designs to represent the river and the rainbow serpent. (As camp activities?)

Sue In Art lessons research and create paper-mache “raven repelling” 3D birds of prey Term 1 Sue and Catherine

Plan and apply for an Arts Edge grant to create six mobile “Diversity” backdrop panels for the Undercover Area stage. They will reflect both the cultural diversity at Ardross primary and the environmental diversity our students are supporting.

Term 2

Catherine-Year 1s

Learn facts about life cycles, habitats, diet and protection of native animals that rely on rivers during Aboriginal Studies through literature, NP articles, songs and games.

Alison D, Glenn, Fiona, Auriol

Introduce orienteering around APS, Al Richardson Reserve and Deep Water Point. Add geo-casing clues which focus on river plants and animals.

Alison D >Integrate litter drives with orienteering skills using GPS set. Catherine- Year 1s

In Indonesian Cultural studies research Orangutans and deforestation problems. Investigate process and cost to “Adopt an Orangutan” through Perth Zoo.

River Rangers Use OPTS model to create action plans to improve river. Catherine & Jenny

Continue “Raven Repelling” actions to demonstrate OPTS model Term 1

Use Millenium Kids Evaluation tool to generate action ideas. Catherine & ……

15 students represent Ardross River Rangers at Youth River Forum (NB same time as Year 6/7/swimming lessons! )

W 29 Feb Th1 Mar

Review Code of Conduct and criteria for bronze, silver, gold and platinum badges. Feb Invite new Year 6 & 7 students join up as River Rangers. Distribute Code of Conduct. Feb Discuss “common time” for Year 6s and Year 7s RR activities. Feb Distribute returned RR shirts and order new ones as needed. Feb Source hat bands to display badges on Term 1 Study Swan River poem “A Blessing” by Dr Hugh Finn, in literature Promote Earth Hour in Newsletter. Sat 31 Mar Participate in Junior Dolphin Watch and River Guardian activities. All year Learn photographic skills from guest speakers, Udaya Hallim , Sharon Howard a Catherine OPTS – Saeyeon Hwang– Design and build from recycled parts a “Raven Repeller “

scarecrow. Enter in Sunny’s School Scarecrow Competition for Garden Week 2012 NL ad Dec 11 Term 1

Marita, Integrate RR content into Year 6 camp activities at Ern Halliday camp. Investigate M6 – W8 CTL Use 1471


Lindsay & Catherine

shoreline pollution problems and conduct litter clean-up. Aug

Lynda, Jenny, Auriol & Catherine

Integrate RR content into Year 7 camp activities at Woodman’s Point camp. Investigate plastic and other shoreline pollution problems and conduct litter clean-up.

11 – 15 June M & F = RR

CTL

Use 1471

Catherine >Purchase equipment to make badges and stickers or find process for students to create public reminders.

Term 1

Use HOTS strategies to create signage related to marine species, health and water safety, to increase public awareness. Select the most effective mottos and symbols.

Term 2

Make fridge magnets and bumper stickers and distribute to influence others. Term 3 RRs advise parents and community members of successful actions in school NL All year Students write to AuSSI to ask them to lobby DETWA for more flexibility for schools to buy

sustainable and ethical products.

Investigate graffiti and ways to combat damage to shoreline signage. Investigate professional printing of our signs advising the public about revegetation of the

sites and clean up activities. (Apply for KAB grant) Term 2

Invite parents and community members with expertise to speak to River Rangers. All year Arrange a reward excursion for students who have gained 25+ points during 2012 Term 3 Catherine, Glenn

Prepare a power point or short film about the river health actions of Ardross students. Link photos to school webpage and to Millennium Kids through SRT.

Catherine, Glenn

Share information with Prince’s Cre@tive School in Indonesia Tangerang city – Cisadane River and with other schools, Department for Community, Swan River Trust and City of Melville community via newspapers.

Investigate wind turbine designs suitable for Ardross. Catherine & Cornelia

Apply for grant to run anti-graffiti campaign. Arrange distribution of sponge cleanup kits for each student.

Learn steps to “Dob in a Litterer” related to graffiti. Run contest for anti-graffiti related to river signage, to be printed on Onya bags and distributed to families.

Fiona and Year 7 Environmental Councillors

Environmental Councillors and River Rangers will use the Ardross OPTS model to improve environmental problems and help the Swan Canning River Park. O= Observe & record, P= Plan the steps, T= Take the actions, S=Share & celebrate

Plant sedges along Canning River, DWP site and with Friends of Bull Creek Wetland Wendy Corrick Guide Rossmoyne SHS Bush Rangers around APS showing we are growing their sedges

in propagation area and other environmental features of the school. Th May 10 3 - 4.30

Work with Bush Rangers to plant sedges in creek behind Rossmoyne SHS Th Nov 1 3 - 4.30

Fiona Environmental Councillors will help with junior class enviro’ lessons or river excursions All year Environmental Councillors will present River Rangers information at assemblies.


STRATEGIC PLAN 2012 Mathematics

Overall Objective:


Summary

Key Focus To use higher order thinking skills as an integral component of maths planning and activities.

School Budget $8000

Space Recognising nets, Calculating angles, Finding co-ordinates, Finding locations on a grid, particularly in relation to street maps. Opportunities for students to apply maths knowledge in the real world have been provided, for example, during River Ranger and astronomy related activities. Identification of “At Risk Students”

Salary Reserve

$1920

Other Coordinators Auriol Heary

Lee Anne, Jackie, Kellie, Glenn, Lynda TOTAL $9920

Objective Outcomes Strategies How will we affect outcomes?

Resources & Funding

What resources are required to achieve

outcomes?

Personnel Who will

coordinate this?


Raising Standards in Literacy & Numeracy

Use student achievement data to inform both whole school planning and teaching strategies

Student data will be analysed. Planning will refer to data.

Whole school approach will facilitate continuity of programme. Links with high order thinking skills.

*Curriculum Leaders to meet to so that common tasks can be ascertained and included in activities. *$500 for consumables, eg craft papers, foam

* Learning Area Co-ordinators * School *Admin Staff

*Incorporate numeracy skills cross curricula * Link numeracy and literacy materials

An improvement in data and working mathematically results for related question in Reading and Science.

Focus on essential numeracy skills assessed in NAPLAN

Naplan and Easymark results will improve 1 stanine in each year level.

* Purchase related materials * All staff to follow Department recommended timetable in the lead up to Naplan * Extra focus to be placed on areas of weakness in 2011.

* Naplan related BLMs $300

Improved Naplan and Easymark results by 1 stanine

Naplan and Easymark results


Design and implement specific interventions for those students falling below national minimum standards

Improved results for those falling below or are close to the benchmark

Use recent maths theory and understanding to design and implement intervention programmes

*Use small maths activity packs * Facilitate students’ access to smart Kiddies and other concept reinforcing programmes * Provide extra basic maths sheets to be used at home * Complete a parent flyer that helps parents to understand how they can help

* Maths Committee * Class teachers

* Improved Naplan and Easymark results. * Increased student confidence in attempting maths challenges

Naplan and Easymark results.

Design and implement specific interventions for those students who generally achieve in maths but are having problems with a particular concept.

To minimise gaps in maths knowledge developing

* Support programme: Use a support teacher who completes “one on one” activities and prepares extra work for students who are having trouble with a particular concept, eg, multiplying a whole number by a decimal number. This is not design for those experiencing general maths difficulties. * Students to be class teacher selected and to attend only the number of lessons necessary to facilitate concept development.

* Support teacher * Activities not used in the general classroom programme $300

* Class teachers * Support Teacher

Fewer children with gaps in their knowledge

Teacher evaluations Standardised testing

Keep up with current and future maths education ideas/techniques

Provide teachers with a consistent source of new ideas and information.

* Join maths associations/magazines * World of Maths Day

$100 World of Maths Day – cost per child

100 % of staff have access to current and future maths related ideas and techniques

Evidenced in class activities

Continue to develop tubs Provide teachers with easy to access, target related tubs that contain everything needed

Use Learning area Co-ordinator time to prepare tubs using areas of weakness found in whole school testing and teacher suggestions. Time and money to be the first ones completed. Scale and ratio activities to be investigated.

$1 000 Time and money tubs competed by term 2. Ratio and scale ideas to be sourced by term 2.

Children to be using kits to demonstrate knowledge


STRATEGIC PLAN 2012 ICT

Overall Objective:


Summary

Priority To use higher order thinking skills as an integral component of ICT planning and activities. School Budget $1000 Other $19248 (Reserve) $28000 - Lease Coordinators Glenn Hill 0.4 Teacher Release

Auriol Heary, Wendy Cocks TOTAL $29000 + Reserve

Focus 2012

Objective

Outcomes Strategies How will we affect outcomes?

Resources & Funding

What resources are required to achieve

outcomes?

Personnel Who will

coordinate this?


Support Teachers and School Leaders 1. Use on-line resources to plan teaching and learning programs., and help teachers with assessment including the allocation of A-E grades. 2. Support teachers to implement assessment and reporting schedule.

2.1 Teachers utilise ICT's as a method of reporting to parents 2.2 Teachers continue to showcase the integration of ICT's into the curriculum 2.3Teachers continue to develop new strategies in pedagogy to integrate ICT's

2.1 Teachers to report using ICT infrastructure 2.2 Develop a web site using Sponsor- ed to showcase class work. 2.3 Inviting other school personnel to

view pedagogical change and integration of ICT's.

2.4 Use of SIS for assessment and

reporting, planning and administration.

2.5 E-Learning Coordinator to be a resource available to teachers and collaborative groups for planning and resourcing.

Collaborative timetabling. SIS CDs for data storage

Teachers Teachers Admin Admin Admin

100% of staff using SIS for reporting. *85 % of parents report satisfaction with the use of ICT. 80%of teachers report confidence in utilising ICT for use in an integrated curriculum 100% of staff using SIS

Performance Management Parent survey Performance Mgmt


2.6 Identify teachers throughout the year to attend relevant professional courses and other schools to share relevant ICT examples. 2.7 Purchase of resources to compliment

the teaching and learning programs. 2.8 Installation of interactive whiteboards

to all classrooms. 2.9 Lease of a bank of laptop computers. Provision of computer lab with lap tops 3.0 Provision of computers for 4th year of 4 year lease/purchase 3.1 Support from consultants or expert peers to support the implementation of SIS. 3.2 School participates in SOCS training. E-Learning coordinator and 3 staff members identified to facilitate programme across phases of schooling.

$14000 lease

$14886 lease $14000 lease

Curric Leader Teachers Contact with other schools


K-7 HIGHER ORDER THINKING TOOLS – SCOPE & SEQUENCE Ardross Primary School 2012. Developed by Marisa Ph oebe and Raye Feldman

K-1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 & 7 Review K-1 tools

and introduce the following:

Review K-2 tools and introduce the following:




Round Robin p.118 Alpha Ladder p.186 Y Chart p.122 Cause & Effect Maps p.70

Double Bubble p.66 Icon Prompt p.156 KWL p.106 RAS Alert p.110

Concept Map p.74 Silent Card Shuffle p.87 Y Chart p.122 Human Continuum p.182

POE- Predict Observe Explain P127 Judge Jury p.162 Fish Bone Diagram p.178 T Charts p.98

PCQ- Pro’s Cons & Questions p.148 SWOT Analysis p.94 Elimination Draw p.78 Extent Barometer p.174

Decision Making Matrix p.90 1:4:C:R p.130 Jigsaw p.152 Word Association p.166 Metaphors p.134

At each stage the children should be familiar and confident with the previous level. The strategies mentioned are the new strategies to be introduced. It is an expectation that the strategies from previous years continue to be used as and where appropriate.

In 2009 the school embarked on a professional learning program to develop higher order thinking skills across the curriculum, to assist extending our high level students. The scope and sequence above outlines the minimum “thinking tools” to be explicitly taught at each year level. The page numbers against each thinking tool represent the page number in the Teachers Compendium for ease of teacher planning.


2012 Budget Draft Est. Revenue Contingencies Estimated Revenue Salary Pool Code Description Amount Description Amount

C2005 School Grant 129,675

C1002 Primary Contributions 15,552

C1003 Pre-Primary Contributions 2,448

C1004 Kindy Contributions 1,872 Salary Pool Rollover $1,077.00

Student Funded Activities - Admin Support $1,190.00

Special Purpose Grants 88,693 School Cheque 41,000

Other Revenue 57,660

YYYY Estimated Carry Over 73,493 School Grant -

Total Contingencies 369,393 Total Salary Pool 43,267

Total Revenue Available 412,660 Total Revenue Available

Committed Contingencies Committed Salaries

D1305 Electricity 22,000 Learning Areas Flexible 17 days

8,160

D1410 Alinta Gas 3,000 Reporting

10,400

D1455 Water 32,000 Flexible 20 days 9,600

D1475 Rubbish Removal ,000 Learning Areas 16 days

7,680

D1605 Faults Management 18,000 Learning Support Flexible 660

D1105 Computer Lease (DET) 28,000 EA Flexible 15 days 4,500

Total Committed Contingencies 108,000 Total Committed Salaries 41,000

Balance Contingencies Available 261,393 Balance Salaries Available 2,267

Balance Funds Available 263,660 Balance Funds Available

Difference 2,267

-

2,267

Totals 0 261,393 261,393 0


Code Description 2011 YTD

Actual 2011

Budget 2012 Contingencies

Budget

2012 Salaries Budget

D1005 Public Relations 2,000 2,000 D1010 Miscellaneous 500 1,000 D1015 Advertising/Promotion 1,000 1,000 D1020 Photocopier Consumables 4,000 4,000 D1025 Stationery & Office Supplies 1,500 2,000 D1030 Records Management 500 1,000 D1084 Cash Shortages 0 0 D1077 EFTPOS/Merchant Fees & Chgs 800 D1085 Entertainment (FBT) - Employees 0 0 D1086 Entertainment - Non Employees 0 0 D1087 Bank Fees and Charges 1,000 1,000 D1088 BAS ATO Correction 0 0 D1089 Audit Compliance Costs 0 0 D1091 Courier/Freight 100 200 D1155 Postage 150 150 D1205 Mobile 400 300 D1505 Gardening 4,000 4,500 D1510 Cleaning 6,000 8,000 D1515 Retrofit Pool 0 0 D1520 Nursery 5,000 D1610 Maintenance Equip/App 500 500 D1615 Computer Repair 1,000 1,000 D1620 Grounds Improvement 4,000 2,000 D1625 Photocopier Service Agreement 6,000 6,000 D1635 Minor Works 2,000 2,000 D1735 Building Additions/Improv (CO Asset Reg) 0 0 D1805 Computer Equipment (over $5000) 0 D2110 Playground Equipment 0 0 D2405 Purchase of Photocopiers 0 0 D2485 Library Collection 0 0 D2505 Computer Equipment (under $5000) 0 0 D2510 Furniture & Fittings (under $5000) 0 0 D2605 Student Council 1,500 1,500 D2610 Concert & Presentations 1,500 1,500 D2515 Playground Equipment (under $5000)


D2615 Hygiene Grant - PP 50 50 D2620 Subsidised Student Activities 0 1,500 D2625 Chaplain 1,500 1,000 D2630 Medical 500 500 D2705 Staff Development 6,000 6,000 D2855 Kilometreage 0 100 D3005 Staff Uniforms 0 D3405 Library 6,000 7,000 D3410 Library Automation 1,195 1,200 D3510 Fundraising Expenditure Input Taxed 0 0 D4602 Primary Vol Cont - Refund 0 0 D4603 PP Vol Cont - Refund 0 0 D4604 Kindergarten Vol Cont - Refund 0 0 D4606 Charges - Refund 0 0 D4607 Pers Items & Other Services Refund 0 0 D4616 O/Seas Student Fees - K-7 Refund 0 0 D4621 Fee Paying Int Stud (DTWD ETI) Refund D4808 Facilities Hire - Refund of Revenue D4901 Year 7 Activities 1,000 1,000 D4902 Graduation T Shirts 0 0 D4903 Graduation Dinner 0 500 D4999 GST Rounding 0 0 D5005 English 5,500 5,500 D5010 Frangenheim 1,500 1,500 D5015 Oral Language 500 1,000 D5105 Mathematics 6,500 8,000 D5205 Society & Environment 2,100 2,500 D5210 Aboriginal Education 500 D5305 Science 2,000 2,000 D5405 Technology & Enterprise 1,000 1,000 D5410 Internet 1,000 1,000 D5505 LOTE - Japanese 1,000 1,000 D5605 Physical Education 4,000 5,000 D5610 Health Promoting Schl Projects 1,500 1,500 D5615 PE/Sport Carnivals 1,500 2,000 D5620 Health Dept 0 0 D5705 Music 2,500 5,000 D5710 Art & Craft 4,500 5,000


D5715 Instrumental Music 0 200 D6005 ECE 4,500 2,500 D6105 Teaching Resources 6,500 6,500 D6110 ICT Consumables 3,000 3,000 D6115 Atlas & Dictionaries 1,500 1,000 D6125 Room 2 Allowance (LM) 200 300 D6130 Room 3 Allowance (GH/RP) 200 300 D6135 Room 4 Allowance (KT/JW) 200 300 D6140 Room 5 Allowance (IM-C) 200 300 D6145 Room 6 Allowance (KM) 200 300 D6150 Room 7 Allowance (FS/LO) 200 300 D6155 Room 8 Allowance (KF) 200 300 D6160 Room 9 Allowance (BM/DE) 200 300 D6165 Room 10 Allowance (DH) 200 300 D6170 Room 11/12 Allowance (WC/RF) 300 1,400 D6175 Room 13 Allowance (JL) 200 300 D6180 Room 15 Allowance (LD/JA) 400 1,744 D6185 Room 16 Allowance (HB/AF) 300 1,400 D6190 Room 17 Allowance (MP) 200 300 D6195 Room 19 Allowance (AH) 200 300 D6196 Room 20 Allowance (JL/LP) 200 300 D6197 Music Allowance 300 D6198 Art Allowance 300 D6199 Physical Education Allowance 300 D6200 LOTE Allowance 300 D6205 MIS and set costs 2,500 2,000 D6210 Student Awards: Behaviour Managemnt 3,500 3,500 D6215 AASC Program 6,000 6,000 D6220 SAER 1,000 1,000 D6225 Future Problem Solving 1,000 1,000 D6230 Waterwise Grant 0 0 D6235 Energy Smart Grant 0 0 D6240 Wastewise Grant 0 0 D6245 Healthways Grant (Art) 0 0 D6250 Artist in Residence Program 0 0 D6255 Academic Excellence 2,000 7,305 D6260 River Rangers Community Grant 564 D6265 PALS Grant


D6305 ESL 500 2,000 D6605 Camps 0 1,000 D6610 Inc/Exc & Sport Fees 0 0 D6615 In Term Swimming 0 0 D6620 Swimming Carnival 0 0 D6625 Dance 0 0 D8905 Salary Pool 0 41,000 D8960 MDISSA 350 400 D8920 SFSA - School Funds (IPS) D8926 SFSA - Regional Networks (IPS) D8927 SFSA - Other Network Schls (IPS) D9505 Minor Works Reserve Transfer 1,000 4,000 D9510 Admin Upgrade Reserve Tfr 0 3,000 D9515 Major Project Reserve 3,000 3,000 D9605 Music Resource Res Tfr 0 3,000 D9615 Computer Equipment Resource Res Tfr 7,000 5,000 D9620 Furn & Fittings Resource Res Tfr 0 3,000 D9625 Plant & Equip Resource Res Tfr 0 2,000 D9630 Library Automation Res Tfr 0 1,000 D9905 Photocopier Reserve Transfer 2,000 4,000 ZZZZ Unallocated 14,606 37,980

2011Totals - 152,551 261,393

TOTAL 2012

Unallocated as a % of Total Funds Available 10%

Approved by Finance Committee Date …………….

Endorsed by School Council Date ……………..


The School Plan has been presented to, and endorsed by the 2012 School Board. Signed Andrew Holmes __________________. Principal Mark Downey ___________________ School Board Chair Date ________.

School Plan 2012 - Ardross Primary School

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Transcript of School Plan 2012 - Ardross Primary School